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Bishop Creighton Academy

We are a GOOD school!

Bishop Creighton Academy  is celebrating after receiving a glowing Ofsted report which has seen them go from rated as “Requires Improvement” to “Good” in all areas.

We are an Ofsted judged GOOD school

Bishop Creighton Academy celebrates glowing Ofsted report

Bishop Creighton Academy – a primary school in Peterborough - is celebrating after receiving a glowing Ofsted report which has seen them go from rated as “Requires Improvement” to “Good” in all areas. This has come after three years of rapid improvement which began after the school’s conversion to an academy and became part of Greenwood Academies Trust in 2015.

Inspectors heaped praise on the senior leaders, including the Trust, which the report says has been “successful in improving teaching and pupil’s achievement.” The report said that Vicki Redhead, who has been Principal at the academy since 2015, has “developed a vision which sets clear and high expectations of staff and pupils” and that the partnership which has developed between Vicki, the Deputy Principal, and Trustees has resulted in “a school culture that wants to continually improve.”
The report also specifically highlighted the support provided to the academy by Greenwood Academies Trust, including the support the Trust provides to staff development and the sharing of best practice, and the extensive sports programme offered by the Trust to all of its academies, which provides pupils and students with opportunities for high-quality sporting experiences.
“I am so proud of all the hard work of our teachers, staff, and pupils who have contributed to this amazing journey of improvement. It is wonderful for our academy to be recognised in this way for the phenomenal progress we have made.  “I would also like to thank Greenwood Academies Trust for all the fantastic support they have provided us with. We will continue to work closely with the Trust to build on our recent successes and ensure we continue to focus on the wellbeing and academic achievement of our pupils.”  Vicki Redhead, Principal
Other areas of success highlighted by the report, includes:
  • “The quality of the school’s self-evaluation is strong. Leaders and trustees know where the strengths of the school lie and where continuing improvements need to be made.”
  • “Pupils make good progress from their starting points in English and mathematics and across a wide range of other subjects.”
  • “The quality of teaching is good and improving. Teachers make learning interesting and enjoyable for pupils. Teaching assistants support pupils well.”
  • “The curriculum, including additional activities, provides pupils with a broad range of learning experiences that enable them to enjoy school. This prepares them well for life in 21st century Britain and for their next stage in education.”
  • “The quality of education in the early years is good. Effective leadership and teaching ensure that pupils make good progress from their starting points.”
  • “Pupils have good attitudes to learning and work well together in classrooms.”
  • “The partnership with parents and carers is developing well, and there is a range of opportunities to involve them with their child’s learning.”
 “This is such fantastic news for Bishop Creighton Academy and the Trust. Everyone at the academy has put in an incredible amount of hard work to reach this point and I’m delighted they have now been recognised by Ofsted for this. Their approach and commitment to their pupils reflects the Trust’s view as a whole and we look forward to continuing to work closely with the academy as it continues its exciting journey.” Wayne Norrie, Chief Executive

Click here to read  Ofsted Reports for the Bishop Creighton Academy

Our priorities for improvement;

Continue to improve attainment for all pupils in reading, writing and mathematics by:

– ensuring that teachers give pupils clear instructions on how to improve their work

– ensuring that teachers match activities to pupils’ needs more precisely so that more pupils, especially most-able pupils, are challenged sufficiently

– ensuring that teachers have consistently high expectations of how pupils present their work

– ensuring that teachers provide focused interventions, especially for pupils in Years 5 and 6, that enable pupils to fill the gaps in their knowledge so that more achieve the expected standard by the end of key stage 2.

Improve attendance and reduce persistent absenteeism by:

– continuing to embed the strategies that have brought about improvements, including challenging and supporting parents to make sure that their children are in school more often.